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Investigating STEM Teacher Motivation in an Online Community of Practice
PROCEEDINGS

, , University of Minnesota, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes a recent research study that sought to understand the motivation of beginning STEM teachers within an online community of practice course. Both quantitative and qualitative measures were used to examine multiple concepts within motivation, and findings suggest that online learners expect clear deadlines and expectations, but that flexibility in these same areas is also desired. Results also suggest that multiple points of peer interaction are essential. Finally, learners expressed that although multiple challenges often prevented the accomplishment of certain tasks, they would not change anything about their effort in the course. This study helps inform the future development of online communities of practice for K-12 teachers, and contributes to online instructional methods in order to create a motivating experience and ultimately improved outcomes for teachers within online community of practice environments.

Citation

North, S. & Ellis, J. (2015). Investigating STEM Teacher Motivation in an Online Community of Practice. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 422-427). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

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